Effects of Team Composition Based on Learning Agility on Learning Agility, School Support, Academic Engagement, and Satisfaction with Team-Based Learning among on Nursing Freshmen Student’s Distribution
10.15715/kjhcom.2025.20.1.79
- Author:
Jihyun PARK
1
;
Sun Young JUNG
Author Information
1. Assistant Professor, College of Nursing, Daegu Catholic University
- Publication Type:Research Article
- From:
Health Communication
2025;20(1):79-87
- CountryRepublic of Korea
- Language:English
-
Abstract:
Purpose: : This study aimed to examine the effects of team-based learning (TBL) supported by learning agility-based team allocation on nursing freshmen’s perceived learning agility, school support, academic engagement, and satisfaction with team-based learning.
Methods: : Participants were 61 first-year nursing students in South Korea. Students were divided into two groups: one group was allocated into teams with homogeneous levels of learning agility (equaldistribution group), while the other group was randomly assigned (random-assignment group). Data were collected using structured questionnaires. Analysis was conducted using SPSS 21.0 with descriptive statistics, independent t-tests, chi-square tests, and ANCOVA.
Results: : The equal-distribution group showed significantly higher improvements in the subfactor of behavioral change in learning agility, perceived school support, academic engagement, and satisfaction with team-based learning compared to the random-assignment group. However, overall learning agility did not differ significantly between groups.
Conclusion: : Allocating students into teams based on their learning agility levels can enhance the effectiveness of TBL by promoting behavioral change, perceived support, engagement, and satisfaction. Strategic team composition that considers learner characteristics should be implemented to maximize educational outcomes in nursing education.
